Bespoke Hybrid Certificate Course in Gender and Development

Introducing Bespoke Certificate Courses

At the Centre for Gender and Social Policy Studies, we have continually strived to be at the forefront of interdisciplinary research, policy advocacy, and capacity-building in gender and social development.

This Bespoke Hybrid Certificate Course is designed to equip our participants with the critical skills and perspectives necessary to navigate and address contemporary gender and social policy challenges, both locally and globally.

By integrating cutting-edge methodologies, frameworks and tools with practical applications, we have created a transformative learning experience that empowers participants to become catalysts for change in their respective fields. The hybrid nature of this course ensures flexibility and rigour, allowing participants from diverse backgrounds to engage meaningfully with the curriculum.

2025 Bespoke Training Course had in attendance 29 females and 2 males. It was as usual a time to unlearn, learn and relearn gender and development, share perspectives, and build networks that supports academic and professional growth.

Since 1996, the Centre for Gender & Social Policy Studies has delivered structured training programmes, NYSC engagements, and professional development sessions focused on gender equality, leadership, and social transformation.

1996–Present

Active Years

NYSC

Strategic Engagements

Download Cross-Cohort Analysis Report

2026 NYSC Gender Awareness Initiative

Training corps members across NYSC orientations and deployments.

NYSC Evaluation Report

Complete NYSC evaluation report.

Download Report

2025

The 2025 cohort was implemented using a strengthened hybrid model integrating mentoring, peer learning and workplace application.

2025 Evaluation Report

Full cohort evaluation report.

Download Evaluation Report

2024

The 2024 cohort benefited from strengthened mentoring, reflective learning circles, and expanded workplace assignments. The programme demonstrated improved translation of learning into institutional action.

2024 Evaluation Report